Science museums are increasingly being recognized as sites for teacher education. In museums, teachers can develop content knowledge, learn new instructional approaches, gain confidence in teaching science, and develop ideas for how to use museum resources in their classrooms. Despite these reported benefits, little is known about the specific dimensions of science typically introduced in museum experiences for teachers. Thus, we examined peer-reviewed accounts of 31 educational experiences for teachers in science, science and technology, and natural history museums to consider the conceptual, procedural, epistemic, and social dimensions of science promoted in these experiences. Although conceptual and procedural dimensions were frequently addressed, social and epistemic dimensions rarely featured. Recommendations for future work to address this gap are discussed.